Review and Assess:
Comprehension - "Eeking Out a Life," p. 25 in Holt Assessment
Lesson: "Forget Fragments and Rule Out Run-ons"
Explain to students that creating fragments and correcting them will help them in the research/summary process that they will start tomorrow.
Fragments:
1) To create sentences for the fragment demonstration, choose an amusing topic.
2) Show several fragments. You can include humorous drawings, graphics, and sounds effects --and event puppets to dramatize some of the sentences.
3) Ask students whether these words are sentences, discuss why they are not, and define the term fragment (incomplete sentence).
Examples: Esmerelda and Zelda, two happy hamsters.
Enjoy playing pranks.
The innocent science teacher.
4) Show a single fragment. Model how to correct a fragment by adding words.
F: Buried themselves under wood chips.
S: The two hamsters buried themselves under wood chips.
5) Distribute dry-erase boards and markers to students. Revealing one at a time, show three more examples of fragments.
6) Ask students to fix each one by adding words.
7) Next, model how to correct fragments by combining thoughts.
Ex. F: After trembling in her socks.
S: The science teacher shrieked.
C: After trembling in her socks, the science teacher shrieked.
8) Following the same procedure outlined in step 4, have students repair the following fragments by combing thoughts:
F: When they spied the teacher crawling.
S: The two imps began to giggle.
F: After the teacher heard the noise.
S. She sprinted toward it.
S: The two hamsters snorted.
F: As they laughed mischievously.
Run-Ons
1) Fire one run-on sentence.
2) Have students identify the problem.
3) Reveal, one at a time, three examples of run-on sentences. Model two ways to correct the first run-on (1) semicolon, or (2) using proper capitalization and punctuation to create two or more sentences. Distribute a hand-out or run-ons.
Examples:
R: I'm a happening dude who spins tales why just yesterday a pompous poodle grabbed my tail.
C1: I'm a happening dude who spins tales; why, just yesterday a pompous poodle grabbed my tail.
C2: I'm a happening dude who spins tales. Why, just yesterday a pompous poodle grabbed my tail.
4) Continue the mini-lesson by showing two more examples of run-ons.
(Credits: Awesome Hands-on Activities for Teaching Grammar, by Susan Van Zile)
Comprehension - "Eeking Out a Life," p. 25 in Holt Assessment
Lesson: "Forget Fragments and Rule Out Run-ons"
Explain to students that creating fragments and correcting them will help them in the research/summary process that they will start tomorrow.
Fragments:
1) To create sentences for the fragment demonstration, choose an amusing topic.
2) Show several fragments. You can include humorous drawings, graphics, and sounds effects --and event puppets to dramatize some of the sentences.
3) Ask students whether these words are sentences, discuss why they are not, and define the term fragment (incomplete sentence).
Examples: Esmerelda and Zelda, two happy hamsters.
Enjoy playing pranks.
The innocent science teacher.
4) Show a single fragment. Model how to correct a fragment by adding words.
F: Buried themselves under wood chips.
S: The two hamsters buried themselves under wood chips.
5) Distribute dry-erase boards and markers to students. Revealing one at a time, show three more examples of fragments.
6) Ask students to fix each one by adding words.
7) Next, model how to correct fragments by combining thoughts.
Ex. F: After trembling in her socks.
S: The science teacher shrieked.
C: After trembling in her socks, the science teacher shrieked.
8) Following the same procedure outlined in step 4, have students repair the following fragments by combing thoughts:
F: When they spied the teacher crawling.
S: The two imps began to giggle.
F: After the teacher heard the noise.
S. She sprinted toward it.
S: The two hamsters snorted.
F: As they laughed mischievously.
Run-Ons
1) Fire one run-on sentence.
2) Have students identify the problem.
3) Reveal, one at a time, three examples of run-on sentences. Model two ways to correct the first run-on (1) semicolon, or (2) using proper capitalization and punctuation to create two or more sentences. Distribute a hand-out or run-ons.
Examples:
R: I'm a happening dude who spins tales why just yesterday a pompous poodle grabbed my tail.
C1: I'm a happening dude who spins tales; why, just yesterday a pompous poodle grabbed my tail.
C2: I'm a happening dude who spins tales. Why, just yesterday a pompous poodle grabbed my tail.
4) Continue the mini-lesson by showing two more examples of run-ons.
(Credits: Awesome Hands-on Activities for Teaching Grammar, by Susan Van Zile)
Homework: Fragments/Run-ons Activity